Internship Final Report

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HLTH 4996 Internship
Jill Grensing
Summer 2015
Carlton County
Public Health & Human Services

Table of Contents
Overview of Agency..........................................................1-2
Objectives.............................................................................2-9
Areas of Responsibility....................................................10
Written and Oral Communication...............................11-12
Additional Agency Information....................................12-13
Timeheets..............................................................................14

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Purpose
Carlton County Public Health and Human Services provides a variety of programs and
services to aid communty residents in the promotion of health, education, and financial
resources.
Mission
To promote the health, safety, dignity, and self-sufficiency of individuals, families, and
communities.
Vision
Preserving families and the rights to self-determination
Overview of Agency

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Funding and Budget
They are funded primarily through grants, waivers, state medical assistance, insurance
reimbursements, and some local tax dollars. The budget follows the allotted amount
granted and is overviewed by the Director of public health and human services.
Board of Directors/Advisory Board
Supervisors of each area, for example public health education, come together to meet on
the progress of their divisions and suggest changes necessary for their department.
Objectives
1) I will create an InDesign document for the Regional Flood Grant Toolkit, which
includes information on the development, assessment, implementation, and evaluation of
the 2012 flood recovery program by June 30th.
The first draft of the toolkit was finished within objective time. Due to multiple revisions
and proof readings be professionals of different departments, the toolkit took the full
internship time to complete.

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2) I will enter Duluth East school data, which includes who students would go to during
a crisis, into an excel document by July 2nd.
When given the TXT4Life school presentation, each student was asked to write down
someone they would go to when they were in a crisis. From there, as shown in the picture
above, I put all student response data into an excel document. The categories I kept track
of were friends, family, school staff, clergy, law, other adults, and other. From there I
counted the number of given answers in each category and created a pie chart. If names
were mentioned 2 or more times I added them to a pre-existing excel document of adults
previously identified as someone students would go to during a crisis. Those identified
adults would later be contacted and suggested to participate in a suicide prevention
training, such as the 16 hour Applied Suicide Intervention Skills Training (ASIST) or the
hour long Question Persuade Refer (QPR) training.
3) I will shadow a prenatal, postpartum, long term care assessment, and jail experience
by August 20th.
Although I wasn’t able to shadow all, I did have the opportunity to shadow a jail
experience and long term care assessment. I was set to shadow a prenatal meet up but
unfortunately the client never showed up. Although there was no client, the public health
nurse that I was going to shadow walked through what she would normally go over,
difficulties she experiences, how she would guide the client to a healthy decision and so
on. It was still an educational experience!

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4) I will update the list of contacts for the Memorandum of Understanding (MOU)
follow up by August 20th.
Using the Minnesota Board of Education website, I was able to update all the
superintendents and school information for those involved with TXT4Life. This
information would later be used to mail out the MOU’s to the schools.
5) I will follow up with the Question Persuade Refer (QPR) trainers and QPR online
people for suicide prevention training re-certification by August 20th.
Through a pre-existing excel document, I checked the names listed that didn’t have a
completion date for their QPR training. I then emailed all those missing completion dates
with the following questions:
1) Your profession & If you are a mental health provider
2) Zip code and County where you took the training
3) Have you received previous suicide intervention/prevention training (if yes, which
one(s))?
4) Date you finished the training and number of hours the training took

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6) I will create a contact list for infographic distribution to send out by August 20th.
The Suicide Prevention Task Force updated the latest infographic on suicide statistics
in Carlton County. I contacted a variety of organizations in Carlton County that were
believed to be beneficial places to provide the information. When contacting, I asked for a
specific person in the organization that may be contacted with additional information. A
sample is provided on the following page.
I then forwarded their information to my supervisor. If they did not complete the training
and were no longer interested, their training code was reset in order for it to be given to a
future trainee. I also took the training myself and highly recommend it!
*Below is a sample of the QPR training completion certificate*

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7) I will use InDesign to create a walkthrough prenatal yoga brochure by August 20th.
Based off my jail shadow experience I created a health education resource document.
Two areas I was concerned about was mental health and body weight exercise education.
I decided to do my project on prenatal yoga. Through my research, I found that prenatal
yoga hits two birds with one stone, by being a safe way to stay active while also promoting
mental health benefits.
I created my prenatal yoga quad-fold brochure on InDesign. To make the brochure more
relatable, I looked up actual pregnant woman doing the yoga poses on my list, ensuring
the photos weren’t over pixelated. With Photoshop, I edited the pictures so they’d all
have matching white backgrounds in order for the brochure to look more cohesive. I
provided brief sections on the benefits of prenatal yoga along with the safety necessary
when participating in the activity. As for design, I decided on a fun feminine and natural
theme with a blend of pink and browns to make the overall brochure more aesthetic and
appealing to the viewer.

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Prenatal
C A R L T O N C O U N T Y P U B L I C
H E A L T H A N D H U M A N S E R V I C E S
14 North 11th St.
Cloquet, MN 55720
(218)879-4583 or 888-818-4511
www.co.carlton.mn.us
Warrior I
Bridge
The bridge pose stretches the chest, neck, and
spine and strengthens the legs.
• Lay on your back and bend your knees,
bringing your feet to the floor and your heels
a few inches in front of your buttocks. Knees
should be directly in line with ankles and feet
parallel to hips. Have your arms at your sides
with fingertips touching your heels.
• Using your legs, press into your heels to slowly
lift your pelvis and hips off the floor until your
thighs are almost parallel to the floor. Roll your
shoulders under your back until you can clasp
your hangs together. (This will add a deep
opening in the chest)
Downward-Facing Dog
• Get on your hands and knees, arms shoulder-
width apart and legs hip-width apart.
• Using the strength of your legs and support of
your arms, lift your hips upwards. Your heels
may or may not touch the floor depending on
how flexible your lower back, hamstrings, and
calf muscles are.
• Start with feet hip-distance apart and arms at
sides. Exhale while stepping your feet into a
high lunge. Your right foot should be 900 with
the left foot inwards at a 450 angle. Square your
hips and shoulders forward.
• Inhale while reaching your arms over your
head in an H position with the palms facing
each other. With weight pressed in front heel,
hold for a few breaths and switch sides.
Warrior II
Warrior II opens the hips, chest, and shoulders
and also strengthens the thighs, buttocks,
abdomen, ankles, and arches of feet..
• From Warrior I, bring arms down so they are
parallel to the floor directly over your legs with
palms facing down.
• Sink into the lunge for a deeper stretch. Hold
for a few breaths and switch sides.
Triangle Pose
• From Warrion II, straighten your front leg.
• Reach your right arm towards the front of
the room as far as you can, engaging the right
thigh. Now drop your right hand down to your
shin or ankle, depnding on your flexibility.
• Now reach your left arm towards the ceiling,
opening your chest, drawing your gaze towards
your fingertips. Hold for a few breaths and
repeat on other leg.
Tree Pose
• Starting with both feet together, lift your right
foot and place it on your calf. Push your knee
back so your hip bones feel like they’re aligned
and pointing forward.
• Bring your palms together in front of chest.
Push them together to create gentle pressure.
• Flex your thighs and glutes for balance. Take a
few breaths and switch legs.
This pose stretches the thighs,
groin, torso, and shoulders. It
builds strength in the ankles
and calves, and tones the
abdominal muscles. It’s also
great for balance and focus.
This pose strenghtens legs,
stretches the groin, hips,
hanmstrings, and opens
the chest and shoulders. It
also can help relieve back
pain.
This pose
strengthens the
arms, elongates
shoulders, and
stretches the
lower back and
hamstrings.
Yoga
As an expecting mother, staying active is
important for taking care of both
yourself and your baby. Yoga is a safe and
low impact exercise that promotes both
physical and mental health benefits.
Warrior I strengthens
the legs, opens the hips
and chest and stretches
the arms and legs.
• Improves sleep
• Reduces stress and anxiety
Through practiced controlled breathing
and mindfulness, it helps you learn to breathe
deeply and relax, which will come in handy as
you face the physical demands of labor, birth, and
motherhood.
• Improves labor experience
Along with improved breathing, yoga increases
strength, balance, energy, and flexibility, great in
preparing your muscle endurance for childbirth.
• Reduces pain level
As the baby grows, more stress is put on specific
muscle groups. Yoga will help decrease lower
back pain, muscle tension, nausea, headaches and
shortness of breath.
• Decreases risk
Helps reduce pregnancy-induced hypertension
and chances of preterm labor.
• Consult with your health care
provider
If you are at increased risk of preterm labor or
have certain medical conditions, such as heart
disease or back problems, consult with physician.
• Modify poses
Don't over stretch or work yourself. Use support
when needed.
• Avoid certain poses
1) Major back bends and deep twists
2) Poses that involve lying on stomach or
over stretches abdominal muscles
3) Lying on back for an extended period of
time. This can put pressure on inferior
vena cava, the vein that returns blood from
the legs to the heart, which can cause
dizziness, shortness of breath, and nausea.
• Don't do yoga in rooms heated 900F
or higher
Butterfly
This sitting pose opens your obliques, stretches
your spine, hips, and also lengthens your
hamstrings.
• Stretch both legs out or just your right leg 450.
Fold your other leg with the foot on the root of
your thigh.
• Sit up straight and take a deep inhale, then
reach up with one arm. Then exhale reaching
to right ankle. Repeat on other side.
Seated Side Reach
This sitting pose helps open the pelvis.
• Sit up straight against a wall with the soles of
your feet touching each other.
• Gently press your knees down and away from
each other, but don't force them apart.
Cat-Cow
This position helps relieve back pain and
stretches the spine.
width apart and knees hip-width apart, keeping
your arms straight, but not locking the elbows.
• Tuck your buttocks under and round your back
as you breathe in.
• Relax your back into a neutral position as you
breathe out. Repeat at your own pace.
Bird Dog
This pose strengthens the core, back, glutes and
improves balance and stability.
width apart and knees hip-width apart.
• Lift up your right hand and left leg
simultaneously. Try best to align with body
while holding for a few breaths.
• Bring right hand and left leg down. Repeat
with left arm and right leg.
Pigeon
This pose is great for the sciatica. It opens up the
hips, releases tension in the lower back and
buttocks, and also stretches groin and psoas
muscles.
• Starting on your hands and knees, gently slide
your right knee forward between the hands and
rest on your right hip. Straighten your left leg
behind you.
• Bring your right foot towards your left hip then
square both hips to the ground so the top of
your back foot and thigh are centered to the
ground. Stay in this position for a few breaths
and repeat on other side.
Goddess Pose
• Stand with feet slightly wider than hip-width
apart, toes pointed outward.
• With weight on the heels, lower your tailbone
downward as if sitting on a chair
• After a few breaths, push into your legs to rise
back into a standing position.
This pose opens the
pelvis to help give
birth more easily. It
also strenghtens the
upper legs.
Safety
Benefits

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6) I will complete the Flood Preparedness Resource Document on Microsoft Publisher
containing flood related services and information by August 20th.
I researched and located services that are beneficial when preparing for flooding,
preventing future flood damage, and finding services that will aid people after flood
damage has occured. Topics included are mentioned in the table of contents shown in the
picture below. Samples of the document are provided on the following page.

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Areas of Responsibility
Responsibility 1: Assess Needs, assets, and Capacity for Health Education 23.5 Hours
Responsibility 2: Plan Health Education 20 Hours
Responsibility 4: Conduct Evaluation and Research Related to Health Education 13 Hours
Responsibility 5: Administer and Manage Health Education 38.5 Hours
Responsibility 6: Serve as a Health Education Resource Person 84 Hours
Responsibility 7: Communicate & Advocate for Health and Health Education 164.5 Hours
Other: 16.5 Hours
TOTAL HOURS: 360
5%
46%
23%
11%
4%
6%
7%
Responsibility 1: Assess Needs,
Responsibility 2: Plan Health Edu
Responsibility 4: Conduct Evalua
Responsibility 5: Administer and
Responsibility 6: Serve as a Hea
Responsibility 7: Communicate a
Other
Percent of Hours Spent in Areas of Responsibility

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Written and Oral Communication
Oral Communication
My greatest oral communication moment during my internship was through the DWI
presentation I conducted with a public health nurse. We used a pre-existing powerpoint
and script and I also led the group to participate in a beer goggle activity to demonstrate
the various effects to ones ability at different blood alcohol levels. Another example is
when I was passing out informational flyers on the recent bike sharrows and bump outs
temporarily added in Cloquet. I went around Cloquet Avenue explaining what their
overall purpose was to the buildings, companies, and stores on that street. Lastly, I tabled
for TXT4Life during the Fond Du Lac health fair. I explained to people the purpose of the
program and the benefits it brings to the community.
(TXT4Life table at Fond Du Lac Health Fair)
Written Communication
I spent most of my time creating written forms of public health information. While there
were many small projects I did throughout, the major projects include the following:
I created an InDesign document to put together all the Regional Flood Grant Toolkit
information. I used InDesign to create a prenatal yoga brochure, inspired by my jail
shadow experience. I completed a Post Flood Recovery Resource Document through
Microsoft Publisher to be put onto the Carlton County Public Health and Human Services
website.

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Ability to locate, use, evaluate and synthesize public
health information
My supervisors were a great help in guiding me to various resources. When creating the
Post Flood Recovery Resource Document, I had to be extra careful with the resources I
used, due to it being put forth by a government agency. The information I put together
came from credible sources, such as the Minnesota Department of Health, American
Red Cross, CDC, Minnesota Sea Grant, pre-existing county information documents,
Minnesota Board of Education, and other government officiated websites. When creating
information, I was also careful not to promote companies, but rather guide the public to
where they can find such services. For my prenatal health project, I used existing material
from the WIC and public health nurses in the department.
Additional Agency Information
Theory
What are the major theories used by this agency?
The Public Health and Human Services primarily focuses on the Health Belief Model. This
is especially common with the public health nurses when making home visits with high
risk families.
What theories did you use during your internship?
I also used the Health Belief Model when developing my projects and also with the DWI
presentation.
Challenges
As an agency, what do they report as their biggest challenge?
Getting the community involved with their services and programs.
How do they handle it?
They provide many outreach opportunities through marketing and community
gatherings. They also provide education as needed to the city council and coalitions.

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As an intern, what was your biggest challenge? How did you handle it?
My biggest challenge was working with InDesign to put together the Regional Flood
Grant Toolkit. There was a lot of trial and error that I had to learn as I went, but I used
website forums to help guide me through the difficulties I ran into.
Most Rewarding
As an agency, what do they say is the most rewarding thing that they do?
Helping people in the community become more resilient through education and their
services.
As an intern, what was your greatest moment of joy?
Volunteering for 4-H was great! At first I was scared of working with kids but I ended up
really enjoying it! I loved helping some of the more shy campers come out of their shell
and see them happily participate with the projects. Another rewarding moment was being
able to help some close friends of mine who were going through a hard time. I was able
to use my skills learned from my QPR training and observations I made from TXT4Life
material. I also referred them to the services like Birch Tree and crisis lines I had found
while creating the Flood Preparedness Resource Document, which they said helped them
greatly through their personal crisis!
Career Choice
What impact did this experience have upon your career choice?
What did it reveal to you about yourself?
I think I need to be around people more so than in a cubicle. Being able to actively
interact and create a personal relationship with people of various ages was something I
found to be most enjoyable out of the experience and what I’d prefer in my future career. It
also reinforced my desire to continue working on mental health awareness and advocacy.
There are so many wonderful people in the world that are lost due to the stigmas of mental
health. Promoting services like Birch Tree, crisis lines, and suicide prevention trainings
are crucial for the publics safety and well being.

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TimesheetsJill Grensing Hlth 4996 timesheets
Week of June 1 – June 4, 2015
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!
Responsibility 1: Assess Needs, Assets, and Capacity for Health Educa<on
Competency 1.2: Access Exis4ng Informa4on and Data Related to Health
Sub-‐competency 1.2.5: Establish collabora4ve rela4onships
2 hours: I went to a Safe Routes To School (SRTS) mee4ng in Moose
Lake involving Alliant Engineers, the Moose lake Mayor,
and Meghann. The purpose being as a stakeholder kickoff
mee4ng and to go over Moose Lake traffic studies. They
discussed issues, deficiencies, and crash rates at high
traffic intersec4ons.
!
1.5 hours: I aQended a Wellness CommiQee mee4ng. We went over
introduc4ons and approval of past agenda changes and
May mee4ng minutes. They did a brief recap on the
budget for the commiQee. We also discussed exercise
room improvements in the LEC basement, the Wellness
Rebate, recapped the final details of the Live Well
Challenge, and fostering resilience training.
!
1 hour: I joined Meghann for an Ac4ve Transporta4on Webinar.
The speaker was discussing the impressively huge success
and growth of bike routes made in Tennessee within a
short 4me period. Their success can be a resource for
crea4ng more safe bike routes in Carlton County.
!
1 hour: I joined a TXT4LIFE Coordinator call. During this call,
coordinators from different regions of Minnesota were
able to hear updates and ask ques4ons for further
clarifica4on on what’s going on with the program. They
also went over if any coordinators needed more marke4ng
materials, such as t-‐shirts and bracelets.
!
Responsibility 6: Serve As A Health Educa<on Resource Person
Competency: 6.1: Obtain and Disseminate Health-‐Related Informa4on
Sub-‐competency 6.1.4: Convey health-‐related informa4on to priority popula4ons
3.5 hours: A Public Health Nurse and I gave a DWI presenta4on for a
group of around 40 adults. Before hand I prac4ced the
script provided in order to perform a more smooth
Carlton County Public Health and Human Services
Jill Grensing Hlth 4996 timesheets
!
!
2 hours: I went to a Safe Routes To School (SRTS) mee4ng in Moose
Lake involving Alliant Engineers, the Moose lake Mayor,
and Meghann. The purpose being as a stakeholder kickoff
mee4ng and to go over Moose Lake traffic studies. They
discussed issues, deficiencies, and crash rates at high
traffic intersec4ons.
!
1.5 hours: I aQended a Wellness CommiQee mee4ng. We went over
introduc4ons and approval of past agenda changes and
May mee4ng minutes. They did a brief recap on the
budget for the commiQee. We also discussed exercise
room improvements in the LEC basement, the Wellness
Rebate, recapped the final details of the Live Well
Challenge, and fostering resilience training.
!
1 hour: I joined Meghann for an Ac4ve Transporta4on Webinar.
The speaker was discussing the impressively huge success
and growth of bike routes made in Tennessee within a
short 4me period. Their success can be a resource for
crea4ng more safe bike routes in Carlton County.
!
1 hour: I joined a TXT4LIFE Coordinator call. During this call,
coordinators from different regions of Minnesota were
able to hear updates and ask ques4ons for further
clarifica4on on what’s going on with the program. They
also went over if any coordinators needed more marke4ng
materials, such as t-‐shirts and bracelets.
!
3.5 hours: A Public Health Nurse and I gave a DWI presenta4on for a
group of around 40 adults. Before hand I prac4ced the
script provided in order to perform a more smooth

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presenta4on. My por4on of the script went over the
effects alcohol has on different body systems and organs,
how it affects driving skills, and the effects of combining
alcohol with s4mulants or depressants. I was able to get
willing volunteers to come up front to catch and throw
balls back to me while wearing different BAC leveled beer
googles. To wrap up, I hosted a game of Jeopardy that
went over the main points of the presenta4on. The group
did great on par4cipa4ng and answered nearly all the
ques4ons correctly.
!
Responsibility 4: Conduct Evalua<on and Research Related to Health Educa<on
Competency: 4.3: Collect and Analyze Evalua4on/Research Data
Sub-‐competency 4.3.3: Analyze data using descrip4ve sta4s4cs
3 hours: I did data entry from when Meghann presented at Duluth
East High School for TXT4LIFE. Everyone was asked to write
down a name(s) of someone they’d go to during a crisis. In
an excel document I put in students responses, ranging
from friends, family, school faculty, clergy, “other”, law, and
other adults.
!
Responsibility 7: Communicate and Advocate for Health and Health Educa<on
Competency 7.2: Iden4fy and Develop a Variety of Communica4on
Strategies, Methods, and Techniques
Sub-‐competency 7.2.2: Tailor messages to priority popula4ons
18 hours: I started developing an InDesign document to insert the
Regional Flood Grant Toolkit informa4on. This grant was
made aier the major flood that caused incredible damage
in St. Louis and Carlton County a couple years ago. The
main outlines of the toolkit included the history of flood
recovery and resiliency, the situa4on, needs assessment,
partners involved, services provided, mental health access,
community forums, resiliency assessment and outreach,
long term recovery and mi4ga4on lens, and the budget.
This first week required a lot of 4me to freshen up my
InDesign skills, reading help forums throughout the
internet, and watching many Youtube videos for 4ps on
crea4ng, inser4ng, and formalng properly. I also created
a basic color scheme, design, format, and typography
guide to use throughout the InDesign document.
!
!
!
TOTAL WEEK HOURS: 32
Hours Remaining: 328

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Other
1.5 hours: I dropped off Flag Day flyers around Cloquet.
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Competency 1.2: Access ExisCng InformaCon and Data Related to Health
Sub-‐competency 1.2.5: Establish collaboraCve relaConships
1 hour: I aKended a Statewide Health Improvement Program
(SHIP) AcCve TransportaCon meeCng. They went over the
plans and details for the upcoming Flag Day Walk in
Cloquet and where to put flyers. They created a list of
locaCons for me to leave flyers at.
!
1 hour: I joined a Suicide PrevenCon Task Force meeCng. They
updated on how tasks were coming along and went over
the agenda. We brainstormed people, businesses,
companies, etc. that would benefit reaching out to with
informaCon about suicide and staCsCcs, such as Gun Clubs.
!
1 hour: Meghann and I drove up to Duluth to aKend a
Communicators Network meeCng at St. Lukes Hospital.
The meeCng went over creaCng an emergency plan for
armed intruders. It was informaConal about how to
evacuate, hide, take acCon against armed intruder(s), and
how to respond when law enforcement arrives.
!
Competency: 6.1: Obtain and Disseminate Health-‐Related InformaCon
Sub-‐competency 6.1.4: Convey health-‐related informaCon to priority populaCons
4.5 hours: I tabled for TXT4LIFE at the Fond du Lac Health Fair. There
was a board that provided informaCon of user and suicide
staCsCcs and statements from past users. TXT4LIFE
bracelets were given out and I was able to answer
quesCons about the program, its benefits and guide
people to addiConal resources if they were interested in
hearing more. It was biKersweet hearing from those that
came by share about their loses to suicide and how much
they appreciated such a program being around.
!
!
!
Competency 7.2: IdenCfy and Develop a Variety of CommunicaCon
Sub-‐competency 7.3.2: Tailor messages to priority populaCons
23 hours: I conCnued working on the InDesign Flood Grant Toolkit.
Due to the research I did the week before, I was able to
format and insert informaCon and pictures more easily.
!
!
Competency 7.2: IdenCfy and Develop a Variety of CommunicaCon
Sub-‐competency 7.3.2: Tailor messages to priority populaCons
23 hours: I conCnued working on the InDesign Flood Grant Toolkit.
Due to the research I did the week before, I was able to
format and insert informaCon and pictures more easily.
!
!

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Sub-‐competency 1.2.5: Establish collabora4ve rela4onships and agreements that
facilitate access to data
1 hour: I aFended the Statewide Health Improvement Program
(SHIP) Core Team mee4ng. We discussed with the grant
providers of Blue Cross Blue Shield how to go about
tracking bike traffic. We came to the conclusion that
Carlton County PH&HS will be granted the money to
purchase specific cameras to record how many people are
using their bikes in certain areas each day.
!
Competency: 4.3: Collect and Analyze Evalua4on/Research Data
Sub-‐competency 4.3.3: Analyze data using descrip4ve sta4s4cs
5 hours: Con4nued data entry from when Meghann presented at
Duluth East High School for TXT4LIFE.
!
Responsibility 6: Serve as a Health Educa<on Resource Person
Competency 6.3: Serve as a Health Educa4on Consultant
Sub-‐competency 6.3.6: Facilitate collabora4ve efforts to achieve program goals
2 hours: I connected with Marna, a 4-‐H coordinator, and registered
as a 4-‐H Volunteer for an upcoming MOVE Camp I will be
par4cipa4ng in. It required filling out an applica4on, having
a background check done, watching mandatory orienta4on
videos and child safety, following up with a review and
evalua4on of the orienta4on given, and mailing a hand
signed copy of the applica4on.
!
10 hours: Con4nued working on the InDesign Flood Grant Toolkit.
!
Competency: 7.6 Promote the Health Educa4on Profession
Sub-‐competency 7.6.9: Engage in professional development ac4vi4es
6 hours: I went to the Age to Ages event in Duluth. This is a non-‐
profit that encourages all genera4ons, young and old, to
work together in crea4ng a more connected community.
Ci4es and towns around Carlton County and St. Louis came
together and shared their projects that involved different
genera4ons working together. The second por4on of the
event involved a mo4va4onal speaker that used her
experience with dog sledding to working with people
professionally. She gave examples of how each of her sled
dogs played a special and irreplaceable part to the team.
She made the point of not dismissing group members for

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genera4ons working together. The second por4on of the
event involved a mo4va4onal speaker that used her
experience with dog sledding to working with people
professionally. She gave examples of how each of her sled
dogs played a special and irreplaceable part to the team.
She made the point of not dismissing group members for
faults, but looking for the special strengths in each
member of a group and ﬁguring out how to direct them in
order for them to bring out their own unique poten4al.
!
!
!
!
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Other
1 hour: Meghann and I did a number check on bike supplies that
were lent out to schools to teach bike safety.
!
Competency 1.2: Access ExisBng InformaBon and Data Related to Health
Sub-‐competency 1.2.5: Establish collaboraBve relaBonships and agreements that
facilitate access to data
1 hour: I went to a MoBvaBonal Interviewing meeBng. We went
over Prochaska and DiClemente’s Stages of Change Model
and related that back to clients. We went through the basic
steps to talk to clients in a way that would moBvate them
to engage in a health behavior successfully and what
factors may hinder their decision to engage in changed
behavior(s), such as their environment, peers, finances,
etc.
!
1 hour: I joined a Safe Routes to School webinar. It discussed
violence prevenBon for kids walking to and from school.
Some schools have implemented a “walking school bus”
where an adult walks with the kids to/from school and
their houses to ensure safety.
!
Competency: 4.4: Interpret Results of the EvaluaBon/Research
Sub-‐competency 4.4.2: Compare results to other findings
5 hours: Finished data entry from when Meghann presented at
Duluth East High School for TXT4LIFE. Made a pie chart of
final staBsBcs to compare the percentages of friends,
family, school faculty, “other”, clergy, law, and other adults
that students would go to during crisis.
!
Competency 7.3: IdenBfy and Develop a Variety of CommunicaBon
Sub-‐competency 7.3.2: Tailor messages to priority populaBons
17 hours: ConBnued to work on the Flood Grant Toolkit.
!
!
!
!
!
!
!

20
Week of June 29 – July 2, 2015
Other
2 hours: I called the Carlton, Cloquet, and Moose Lake public
libraries to find out if they could host Ci>zen Alert registry
forms for people that don’t have internet access. I then
dropped off forms at the loca>ons.
!
0.5 hour: I met with Jodi and Alyssa who worked on the Mental
Health informa>on por>on of the Flood Grant Toolkit. They
gave me the updated informa>on for their sec>on to edit
on the InDesign document. They also answered previous
ques>ons I had for their sec>on in the toolkit.
!
Responsibility 5: Administer And Manage Health Educa;on
Competency 5.3: Demonstrate Leadership
Sub-‐competency 5.3.5: Comply with exis>ng laws and regula>ons
0.5 hour: I had a mee>ng with Brenda to sign HIPAA. She gave me
the run down of what rules and policies are required to
follow when signing HIPAA. It’s unlikely I’ll run into a
situa>on that involves these concerns while I’m interning,
but Brenda gave me an example of a rare circumstance
that I could run into that requires client privacy.
!
Responsibility 6: Serve As A Health Educa;on Resource Person
Competency: 6.1: Obtain and Disseminate Health-‐Related Informa>on
Sub-‐competency 6.1.3: Cri>que resource materials for accuracy, relevance, and
>meliness
6 hours: In order to update the Flood Preparedness Resource
Document for the Carlton County website, I researched
credible websites for more informa>on on work towards
flood resiliency, financial aid, dealing with stress and anger
through places like Birch Tree, preven>ng future flood
damage, and emergency preparedness for those with
disabili>es, are pregnant, or have pets. I also contacted a
contractor company to get a sugges>on on what local
company deals best with water restora>on for flooding,
which guided me to the water restora>on company
SERVPRO.
!
Sub-‐competency 6.1.4: Convey health-‐related informa>on to priority popula>ons

21
10 hours: A]er finding reliable sources for the Flood Preparedness
Resource Document, I summarized the informa>on I found
and put it into a Publisher document. I added hyperlinks to
reach the original informa>on, added contact informa>on
for certain companies, and uploaded necessary images.
This also included going on a wild goose hunt to find a
Carlton County PH&HS website editor that could put the
document on the website.
!
Responsibility 7: Communicate and Advocate for Health and Health Educa;on
Competency 7.3: Iden>fy and Develop a Variety of Communica>on
Sub-‐competency 7.3.2: Tailor messages to priority popula>ons
7 hours: Finalized the InDesign Flood Grant Toolkit.
!
2 hours: I formaèd the Flood Preparedness Resource Document to
appear more neat and organized so it will look professional
on the Carlton County PH&HS website. I also double
checked the hyperlinks to make sure if they worked
properly.
!
0.5 hour: I edited the Ci>zen Alert flyer in InDeisgn to include the
registra>on form loca>ons that I had contacted earlier
(public libraries). I also edited a TXT4LIFE document to
include the Medica logo and their sponsor snip-‐it.
!
Competency 7.6: Promote the Health Educa>on Profession
Sub-‐competency 7.6.9: Engage in professional development ac>vi>es
4 hours: I shadowed at the Carlton jail. I was lucky enough to come
on the doctor check up day. Every week the doctor comes
in and assess inmates that have concerns for their health.
Some of the inmates had ques>onable symptoms, but the
doc and the med student made sure to go through every
possible health check and ensure that they were doing
their best to help. Holly Compo had great intui>on on
whether the inmates were manipula>ng their symptoms
because of her close rela>onships and knowledge of
everyone that comes in. A]er the medical check-‐ins, I got
to sit down for a court hearing, tour the jail, hear about
her and her co-‐workers typical day, and got a glimpse of
how the system generally works. A]er the experience, I
wrote a summary about it and suggested areas that could
use addi>onal health educa>on.
!
!
TOTAL WEEK HOURS: 32.5
Hours Remaining: 214.5

22
Week of July 6 – July 9, 2015
!
Responsibility 5: Administer And Manage Health Educa;on
Sub-‐competency 5.3.7: Facilitate efforts to achieve organizaBonal mission
18 hours: I was a 4-‐H volunteer for the 2nd Annual Forestry
Adventures Camp (MOVE Camp). This camp included kids
in kindergarten to 6th grade. A 4-‐H intern and I assisted
Rachel and Marna, the camp leaders, in checking in/out
kids, collecBng waiver forms, seXng up and puXng away
supplies and food, and keeping track, assisBng and
engaging kids in acBviBes. The acBviBes consisted of Tree
Hunger Games, informaBon on compasses and ruffed
grouse, making toad houses, bird classifying, decomposers,
making bird feeders, making boats and animals out of
natural materials found outside, boat races, making
homemade ice-‐cream, and a wagon ride to classify trees. I
led a 15 minute physical acBvity for the campers to steam
off some energy. I also paid special aZenBon to some of
the more shy campers. One in parBcular was deathly shy of
everyone and clung on to his sister the enBre morning of
the first day, not parBcipaBng in the acBviBes. I did my best
to be as friendly as possible in a non pushy way to get him
to open up and eventually trust me and let me help him
join the acBviBes. He eventually did and became full of
goofiness and felt comfortable enough to parBcipate in the
acBviBes without his sister. It was great to see that change!
!
Competency 5.4: Manage Human Resources
Sub-‐competency 5.4.7: Apply appropriate methods for team development
2 hours: I aZended the MOVE Camp orientaBon. We went over the
two day schedule and what each helpers roles and
responsibiliBes would be. We had a large group of 30.
Because it was a larger group, we made emphasis on
spliXng up groups and helpers to keep beZer track of the
kids. Marna, a 4-‐H coordinator, clarified our quesBons and
concerns.
!
Responsibility 6: Serve As A Health Educa;on Resource Person
Competency: 6.1: Obtain and Disseminate Health-‐Related InformaBon
Sub-‐competency 6.1.1: Assess informaBon needs

23
0.5 hour: For the MOVE Camp, I was in charge of puXng together a
15 minute physical acBvity for all the campers. I looked up
age appropriate group physical acBviBes that related to
outdoor educaBon. The game Park Ranger ﬁt perfectly
with what we were teaching at the camp. It is similar to
the classic game Fishy Fishy except the runners pick their
own animal and the people who are “it” call runners
across by asking some animal characterisBc, like if they can
ﬂy or if they have scales. All ages were able to parBcipate
in the acBvity and appeared to enjoy it. I also saved a
couple other acBviBes just in case it wasn’t nice outside or
if we had spare Bme between acBviBes.
!
Responsibility 7: Communicate and Advocate for Health and Health Educa;on
Competency 7.3: IdenBfy and Develop a Variety of CommunicaBon
Sub-‐competency 7.3.2: Tailor messages to priority populaBons
6 hours: Finalized the Flood Preparedness Resource Document.
!
!
(Photos provided by Rachael Olesiak at the Forestry Adventures MOVE Camp.
Participants signed waivers enabeling permission to take and share their photos.)

24
!
1 hour: I aFended an Ac4ve Transporta4on Coali4on mee4ng. We
first reviewed the Family Fit N Fun Day. Sarah from the Fire
Department reported that there weren’t many people
there, which may be due to the date. They agreed that it’d
be best not to plan the event around 4th of July but try for
August or September with more ac4vi4es to do. They
discussed the Ac4ve Places Grant (BCBS) status by
upda4ng about the survey monkey they put out. So far
they have had a few responses, which is a preFy good start
with them just star4ng to promote bike safety/installment
material. Lastly, they discussed how to best present their
bicycle installments for the upcoming City Council mee4ng
to gain support.
!
1 hour: I went to a Communicator’s mee4ng in Hermantown. Here
they had a news reporter from the Duluth News Tribune
discuss the repor4ng and promo4ng process. He gave
advice on how to best present informa4on/press releases
to them in order to get covered. As for repor4ng science
news, he said it would be more successful if they relate the
science finding to how it affects a person or group of
people. This makes the news more personable and
interes4ng.
!
Responsibility 5: Administer And Manage Health Educa<on
Sub-‐competency 5.3.7: Facilitate efforts to achieve organiza4onal mission
18 hours: I was a 4-‐H volunteer again for the Forestry Adventures
Camp.
!
Sub-‐competency 6.1.1: Assess informa4on needs
5 hours: I updated the school contact labels for the Memorandum
of Understanding (MOU). I reviewed school district
websites and the Minnesota Board of Educa4on website to

25
ﬁnd oﬃcial changes in superintendent posi4ons and school
loca4ons (if moved or closed).
!
3 hours: I created a contact list of places in Carlton County that we
could send the new Suicide Preven4on Task Force
infographic to.
!
Competency 6.2: Provide Training
Sub-‐competency 6.2.3: Iden4fy priority popula4ons
2 hours: I went back to the data entry document I did for the
Duluth East High School TEXT4LIFE presenta4on. I added
every adult that was listed more than once to an excel
document with lists of adults IDED mul4ple 4mes by
students. Because these adults were men4oned more than
once by students, it may be valuable for them to
par4cipate in suicide preven4on training courses (ASIST,
QPR). I gathered their contact informa4on so we can
contact them for poten4al trainings.
!
2 hours: Under the Ques4on Persuade Refer (QPR) online training
code document, I gathered the email addresses of
everyone that didn’t have a date added under “date
completed”. I sent them a follow up email asking if they
ever completed the QPR training, are going to, or aren’t
going to. I forwarded the replies to Meghann to update the
document and reset unused codes.
!
!
!

26
!
1.5 hours: I shadowed a Public Health Nurse for a Long Term Care
meet up. Juanita had a friendly and understanding
rela4onship with the new mom and her 7 month old baby,
which created trust between the two. This trust
encouraged the mom to engage in the new educa4on
material that was explained. I enjoyed experiencing the
different atmosphere of going out to a clients house and
siPng down with them and their child in their natural
environment. It was easier to see what they were doing
well, along with what areas may need to be addressed.
Juanita explained a small but very important detail about
home visits; don’t make eye contact with the household
dog. If so, you may risk your limbs becoming its new chew
toy for the next hour and a half.
!
!
!
2 hours: The Cloquet Ac4ve Streets Project received temporary
sharrows and bump-‐outs on Cloquet Ave through Blue
Cross and Blue Shield’s Center for Preven4on. Many people
from the community had been confused as to what these
markings and cones were. To get the informa4on out to
the community, I was given flyers and handouts to pass all
along Cloquet Ave. I also spent extra 4me to explain the
informa4on more in detail when people s4ll looked
confused. Everyone was greatly thankful for the
informa4on and were more than willing to post them on
their windows and counters to pass on the word. Having to
do this sort of thing for my Prints for Paws event with Dr.
Tornabene definitely helped! Compared to that project, I
felt no4ceably less anxious and more confident when
communica4ng to people about the flyers I was handling.

27
2 hours: I con4nued to contact and compile a list of people in
Carlton County that we can send the updated Suicide
Preven4on Task Force infographic to. Quite a few haven’t
go_en back to my message so I will follow up aèr the
weekend.
!
!
Competency 6.2: Provide Training
Sub-‐competency 6.2.3: Iden4fy priority popula4ons
1 hour: I con4nued to send out follow up emails for completed
QPR trainings. There were emails that were no longer
accessible due to deac4va4on of accounts or switching of
school email addresses (k12.mn.us to ISD94.org). Although I
wasn’t able to dig up all the new email addresses, I was
able to locate most school faculty that had either changed
schools or had their email addresses switched. I then
resent the QPR follow up email to those new addresses.
!
24 hours: The Flood Grant Tool Kit dra` I made was revised by
Joanne. I corrected edits, run-‐offs, misplacements,
formaPng, etc., moved sec4ons and pages, added
addi4onal info, and then had it sent out to another
member of the grant project for further revising.
Unfortunately a lot of the dele4ons and edits messed with
document placements and text, causing it to need major
reformaPng on nearly every page. I’m certain this has to
do with how I originally put in the text and inserted
images/designs. I’m not aware how to at the moment, so
I’m at a bit of a confusing trial and error point with trying
to find solu4ons for InDesign. Although frustra4ng, this will
be very helpful in preven4ng such occurrences in future
projects.
!
!
!
Hours Remaining: 125.5

28
!
!
Other&
9&hours:& Marna&from&the&MOVE&camps&I&volunteered&to&in&previous&
weeks&liked&how&I&interacted&with&the&kids&so&she&asked&me&
to&be&the&judge&for&a&4@H&fashion&show.&Before&hand,&I&
completed&judge&training&webinars&through&the&University&
of&Minnesota&4@H&Extension&website.&During&the&event&I&sat&
down&one@on@one&with&the&kids.&There&were&two&porJons&
of&the&event.&Things&they&made&and&things&they&bought.&
Besides&judging&their&clothing,&the&majority&of&their&score&
was&based&on&their&communicaJon&skills&and&thought&
process.&&Some&would&be&able&to&go&into&elaborate&detail&of&
their&steps,&why&it&works&for&them,&what&they’d&change,&
and&so&on&while&others&may&not&have&had&much&thought&or&
descripJon.&Quite&a&few&of&the&kids&were&inJmidated&or&
shy&at&first&but&they&all&relaxed&aOer&casually&chaPng&with&
them&for&a&bit&before&they&started&going&into&their&project.&
AOer&judging&all&their&ouRits&they&did&a&fashion&show&
catwalk,&which&was&probably&the&most&adorable&and&
hilarious&thing&I’ve&seen&all&summer.&At&the&end&I&awarded&
everyone&for&parJcipaJng&and&then&ranked&the&top&winners&
from&each&category&(things&bought,&things&made).&The&top&
3&from&each&category&got&a&pass&to&parJcipate&in&the&
county&fair&or&even&the&state&fair.&This&was&such&a&fun&event&
and&it&was&nice&to&see&some&of&the&same&kids&from&the&
MOVE&camps!&
!
0.5&hour:& I&created&a&reflecJon&summary&of&my&past&shadowing&
experience&with&Juanita.&She&did&such&a&good&job,&I&had&no&
suggesJons&for&potenJal&health&educaJon&pracJces&in&that&
area.&
!
1&hour:& For&my&midterm&evaluaJon&I&had&lunch&with&Meghann&and&
Joanne&at&Pedro’s.&It&was&nice&to&hear&feedback&from&them&
on&what&I&was&doing&well&and&areas&to&pracJce&in.&
MulJtasking&was&the&main&one,&which&I’ll&learn&to&do&beêr&
as&I&conJnue&working&and&start&sePng&my&own&rhythm&for&
gePng&things&done.&I&also&enjoyed&hearing&how&they&grew&
as&health&educators&and&Jps&they&have&used&to&help&them&
Carlton(County(Public(Health(and(Human(Services
through&busy&work&days&and&treaJng&their&nerves&when&
public&speaking.&
!
!
Responsibility(1:(Assess(Needs,(Assets,(and(Capacity(for(Health(Educa@on(
Competency&1.2:& Access&ExisJng&InformaJon&and&Data&Related&to&Health&
Sub@competency&1.2.5:& Establish&collaboraJve&relaJonships&
1&hour:& I&aênded&a&TXT4LIFE&conference&call.&All&the&coordinators&

29
public&speaking.&
!
!
Responsibility(1:(Assess(Needs,(Assets,(and(Capacity(for(Health(Educa@on(
Competency&1.2:& Access&ExisJng&InformaJon&and&Data&Related&to&Health&
Sub@competency&1.2.5:& Establish&collaboraJve&relaJonships&
1&hour:& I&aênded&a&TXT4LIFE&conference&call.&All&the&coordinators&
were&able&to&aênd&and&give&updates&on&what&was&going&
on&in&their&regions.&Because&TXT4LIFE&is&expanding&and&
gaining&more&popularity,&they&had&concerns&of&it&coming&off&
too&“corporate”&and&gave&suggesJons&as&to&how&to&keep&it&
the&same&more&personable&vibe&as&it&has&in&the&past.&They&
also&discussed&the&soon&to&be&24/7&service&starJng&
September&1st&(exciJng!)&and&the&new&staff&hires&to&cover&
the&shiOs.&One&last&thing&they&also&discussed&was&if&they&all&
wanted&to&make&one&main&presentaJon/powerpoint.&
Because&TXT4LIFE&is&expanding,&they&want&to&make&sure&
they&share&the&same&informaJon&for&each&presentaJon.&I&
believe&Meghann&has&one&that&she&is&sharing&on&the&
TX4LIFE&google&drive&for&everyone&to&have&access&to.&&
!
!
Responsibility(6:(Serve(As(A(Health(Educa@on(Resource(Person&
Competency:&6.1:& & & Obtain&and&Disseminate&Health@Related&InformaJon&
Sub@competency&6.1.4:& & Convey&health@related&informaJon&to&priority&populaJons&
4&hours:& I&conJnued&trying&to&contact&places&to&get&a&specific&
contact&person&for&the&updated&Suicide&PrevenJon&Task&
Force&infographic.&
!
2&hours:& I&began&looking&up&health&informaJon&from&trusted&sources&
to&add&to&the&On@Call&toolkit.&We&get&quesJons&from&the&
public&concerning&certain&health&maêrs&such&as&mold,&
rabies,&STD’s,&and&etc.&By&adding&pre@made&health&
informaJon&sheets&to&the&toolkit,&workers&will&have&access&
at&the&Jp&of&their&fingers&to&help&callers/clients&with&
quesJons.&&
!
!
!
!
!
!
Carlton(County(Public(Health(and(Human(Services
Responsibility(7:(Communicate(and(Advocate(for(Health(and(Health(Educa@on(
Competency&7.3:& IdenJfy&and&Develop&a&Variety&of&CommunicaJon&
Strategies,&Methods,&and&Techniques&
Sub@competency&7.3.2:& Tailor&messages&to&priority&populaJons&
14&hours:& Now&the&Flood&Grant&Tool&Kit&draO&I&made&was&revised&
again&by&Jodi,&a&mental&health&worker&that&helped&write&the&
toolkit.&I&met&with&her&to&go&over&her&edits.&There&were&
many&changes&to&the&narraJve&language&and&cross&
connecJng&chapters&of&the&toolkit.&
!
!
TOTAL(WEEK(HOURS:(31.5(
Hours(Remaining:(94
Responsibility(7:(Communicate(and(Advocate(for(Health(and(Health(Educa@on(
Competency&7.3:& IdenJfy&and&Develop&a&Variety&of&CommunicaJon&
Strategies,&Methods,&and&Techniques&
Sub@competency&7.3.2:& Tailor&messages&to&priority&populaJons&
14&hours:& Now&the&Flood&Grant&Tool&Kit&draO&I&made&was&revised&
again&by&Jodi,&a&mental&health&worker&that&helped&write&the&
toolkit.&I&met&with&her&to&go&over&her&edits.&There&were&
many&changes&to&the&narraJve&language&and&cross&
connecJng&chapters&of&the&toolkit.&
!
!
TOTAL(WEEK(HOURS:(31.5(
Hours(Remaining:(94

30
Week of August 3 – August 6, 2015
!
!
Competency 1.4: Examine rela5onships Among Behavioral, Environmental,
and Gene5c Factors that Enhance or Compromise Health
Sub-‐competency 1.4.3: Iden5fy factors that enhance or compromise health
2 hours: Joanne, Meghann and I drove to a property to view an
environmental public health nuisance. Last 5me they met
with the man was last fall to go over necessary changes
that needed to be done to his property. Meghann had a bit
of difficulty geNng ahold of the man since he no longer
lived there or had a phone since he was in treatment, but
he actually stopped by CCPH&HS to talk with Meghann
and explain his situa5on before we went to check the
property. ARer we went to the property, they said that he
had made no5ceable changes to it, as they had previously
asked him to do last fall. There were only a few other
sugges5ons for him to clean up, such as cut tall grass,
remove 5res from yard, and pick up other items that may
harvest mosquitos or animals. Anything else is a zoning
issue. They’ll check it again at a future scheduled date to
reveal whether the property needs to be abated or is good
to go.
!
!
22 hours: Joanne suggested addi5onal informa5on to add to the
Flood Preparedness Resource Document for the CCPH&HS
website I had previously worked on. She also taught me to
be mindful of what a government agency like Carlton
County PP&HS can put out for the public. While services
like SERVPRO are great, we cannot adver5se for
corpora5ons, but rather guide people to where they can
find such services. It’s important to look at the bigger
picture. Using Joanne’s sugges5ons and emphasis on
finding government provided services, I used valid
informa5on resources (6.1.2) to gather further help aids

31
people can use to prepare for flooding and use aRer
flooding has struck.
!
!
3 hours: I finished contac5ng and researching addresses to send the
suicide preven5on infographic to. In general for this task I
was nervous contac5ng certain loca5ons, churches in
par5cular. From past experience with my dads passing I
had found certain groups to not be accep5ng or even
shunning of suicide. I was happy to hear accep5ng
aNtudes for obtaining the informa5on. To wrap up, I
organized the list of contacts into an excel document and
filed it into the CCPH&HS system so that Meghann can get
into it later when she sends out the infographic.
!
5 hours: I con5nued revision edits to the Flood Grant toolkit.
!
!
!
!
!
!
Hours Remaining: 62

32
!
!
1 hour: I aFended a TXT4Life conference call. As usual, updates
were given. They revealed a change to the logo; before the
TEXT4Life leFering was placed awkwardly against the
people in the logo background. They also introduced a new
regional TXT4Life coordinator in, I believe, lower
southwestern Minnesota.
!
1 hour: I aFended a Public Health mee4ng involving Joanne as the
public health supervisor, the PH/WIC nurses, Meghann as
the community health educator, and Holly from the
Carlton County Jail. This mee4ng involved everyone
providing updates in their department and sugges4ons on
areas that needed help or changes. They also agreed upon
a weekly schedule for people checking on the vaccina4on
fridge temperature.
!
Responsibility 2: Plan Health Educa<on
Competency: 2.4: Develop a scope and sequence plan for the delivery of
health educa4on
Sub-‐competency 2.4.2: Select resources required to implement health educa4on
20 hours: AVer the midterm evalua4on meet up with Joanne and
Meghann, we thought it’d be a great idea for me to start
my own project. Due to my limited 4me leV at my
internship I needed a project that would take a reasonable
amount of 4me. Although teaching about an alterna4ve
health project or topic at the Cloquet community
educa4on building would have been a great opportunity,
crea4ng a resource brochure was more realis4c with my
4meframe. They men4oned doing something based on the
health needs I suggested during my jail shadow
experience. Those sugges4ons involved mental health
educa4on, alcohol and drug educa4on, and exercise
rou4nes using body weight. While all those would be great
projects, I double-‐checked the Jail Health folder for
material that had already been created in the CCPH&HS

33
system so I wouldn’t have to recreate the wheel. I found
out that all those subjects had already been covered, so, I
con4nued brainstorming.
!
I remembered mee4ng a pregnant woman during the jail
shadow doctor check up and thought of doing something
on prenatal health. I did research on everything prenatal
health and created an informa4on document on google
drive. I also visited with Juanita, a public health nurse, to
obtain material she uses during her visits. While all the
informa4on I found was great, I thought general prenatal
health would be best leV for a presenta4on rather than a
brochure, since there is so much informa4on to go over.
Without puZng all my work to waste, I decided to pick one
topic from all the informa4on I had researched and go
from there. Making sure the topic hadn’t been created by
CCPH&HS before, I decided to do my project on prenatal
yoga. While pregnant, it’s important to stay ac4ve but
ac4vi4es are limited for the sake of mother and baby
safety. This makes it even trickier for pregnant women in
jail, especially when having a poor gym center provided
like the one I saw. Prenatal yoga hits two birds with one
stone, by being a safe way to stay ac4ve while also
promo4ng mental health benefits. I really enjoyed crea4ng
my own solo project, especially because yoga is an ac4vity
I’m passionate and knowledgable about.

Although mul4ple sources suggest prenatal yoga, I double
checked cer4fied websites for scholarly ar4cles and studies
done on the topic to ensure it was a safe, beneficial
ac4vity. AVer confirming, I made a list of low impact yoga
poses that would be beneficial for mothers and also easy
enough for beginners. AVer making my personal list of
suggested poses, I checked mul4ple sites dedicated to
prenatal yoga for what would be considered safe for
mothers to perform during most trimesters of pregnancy. I
edited my list of poses from there. AVer that I wrote up
easy steps to follow in order to perform each pose
correctly. I would later use this informa4on gathered to
create a brochure.
!
!
!

34
3 hours: I wrapped up the Flood Preparedness Resource Document
for the CCPH&HS website un4l it could be proofread one
last 4me by Joanne.
!
Sub-‐competency 6.1.2: Iden4fy valid informa4on resources
3 hours: I updated the radon mi4ga4on resource list. I double
checked the links provided to see if they were s4ll up to
date. One of them was no longer available so I searched
the MDH website to find a new resource for people to
refer to. I also updated the radon mi4ga4on provider list. I
called the providers on the resource list to see if they were
s4ll in the business and if the same rates applied for their
work. Unfortunately, I found that one of the providers
passed away last summer and the other no longer had
cer4fica4on. AVer, I went to the MDH website to find
cer4fied radon mi4ga4on workers in Carlton, Pine, Aitkin,
and St. Louis County. When calling, I asked if they provided
services in Carlton County, their rates, and any other deals
they may provide. I then added the available workers to
the resource list with their informa4on.
!
4 hours: I also wrapped up the Flood Grant toolkit un4l it could be
further proofread by Joanne. Along with text revisions to
update, I mostly focused on formaZng, spacing issues, and
finalizing the table of contents with official sec4on and
page numbers.
!
!
!
Hours Remaining: 30

35
!
!
Other
15 minutes: I photo copied this years two day MOVE camp schedule
and filed it under the MOVE camp folder in the CCPH&HS
system.
!
Competency 1.2: Access ExisFng InformaFon and Data Related to Health
Sub-‐competency 1.2.5: Establish collaboraFve relaFonships
2 hours: I went to a Safe Routes To School (SRTS) meeFng in Moose
Lake involving Alliant Engineers, local plowing/
construcFon, the Moose Lake Mayor, Chief of police, and
Meghann. They went over driving entrances on a busy
street in Moose Lake that they wanted to either close off
or make smaller. They had to consider semi truck
entrances, snow removal, whether closing certain
entrances affected nearby businesses, and pedestrian
safety. It was interesFng to see all the thought and
techniques used in decision making. I never thought
driving entrances could have such an impact on driver and
pedestrian safety.
!
Competency 1.2: Access ExisFng InformaFon and Data Related to Health
Sub-‐competency 1.2.5: Establish collaboraFve relaFonships
0.5 hour: I joined a collaboraFve meeFng involving professionals
from many different fields and programs. Meghann gave
everyone a TXT4Life brief while the others discussed new
school addiFons, situaFons and so forth. I didn’t stay for
the enFre meeFng so I was unable to hear the news from
the other professional representaFves.
!
Competency 1.4: Examine relaFonships Among Behavioral, Environmental,
and GeneFc Factors that Enhance or Compromise Health
Sub-‐competency 1.4.3: IdenFfy factors that enhance or compromise health
2 hours: Joanne, Meghann and I drove to another property to view
an environmental public health nuisance. He had done
most of what they had asked him to do last visit, with only
a few suggesFons, like scrap metal piles. I was able to meet
the property owner this Fme around. He had a stroke not

36
too long again and explained that what most people would
find as “junk” on his property were actual projects he
keeps busy with, which helps with his mental health aber
his incident. His story, like the visit we made last week,
gave perspecFve on how important it is to keep in mind
that everyone has their story and not every nuisance is due
to messy people trying to annoy their neighbors.
!
Competency: 6.1: Obtain and Disseminate Health-‐Related InformaFon
Sub-‐competency 6.1.1: Assess informaFon needs
3 hours: Aber receiving Joanne’s revisions, I updated the Flood
Preparedness Document. There were only minor
suggesFons. To go more in-‐depth on well water tesFng, I
looked up and called surrounding county public health
offices to see if they provided water tesFng kits and water
tesFng. Aitkin, Pine, and Carlton have government
agencies that provide such services, but St. Louis County
can only refer people to the Duluth MDH office for
quesFons and have their water tested at cerFfied water
tesFng laboratories in Minnesota, which I listed in the
document. Aber I completed all the revisions, I met up
with one of the website developers to decide where to link
the document PDF in the website.
!
Sub-‐competency 6.1.4: Convey health-‐related informaFon to priority populaFons
0.5 hours: I updated the On-‐Call toolkit with addiFonal mold related
informaFon. Workers who have been on-‐call have reported
receiving calls about rental properFes dealing with mold
and landlords who are not working with them to get it
cleaned up. Meghann provided a useful link to refer people
to in a mass PH email and one of the PH nurses suggested
having it put into the On-‐Call toolkit. As followed, I created
a new document under the Mold folder containing the link
Meghann provided along with providing the main
informaFon from the link, in case the link doesn’t work for
some people.
!
Competency 7.3: IdenFfy and Develop a Variety of CommunicaFon
Sub-‐competency 7.3.2: Tailor messages to priority populaFons

37
3 hours: With Joanne’s final revisions, I updated the Flood Grant
toolkit one last Fme. Joanne was conscienFous of text cuts
and page edits due to not wanFng me to have to refigure
out the table of contents and page numbers, which I was
very grateful for! Aber triple-‐checking headings, spacing,
formahng, and so forth, I packaged and saved the
document as an IDML (she has the older version of Adobe)
to Joanne’s jump drive in case she needs to get into the
document when I’m gone. I also saved a PDF version to the
system.
!
21 hours: With the informaFon I gathered earlier, I created my
Prenatal Yoga quad-‐fold Brochure on inDesign. Due to
limited spacing, I had to cut some of the poses on my list
along with some of the educaFonal informaFon. To make
the brochure more relatable, I looked up actual pregnant
woman doing the yoga poses on my list, ensuring the
photos weren’t over pixelated. With Photoshop, I edited
some of the pictures so they’d all have matching white
backgrounds in order for the brochure to look more
cohesive. I provided brief secFons on the benefits of
prenatal yoga along with the safety necessary when
parFcipaFng in the acFvity. As for design, I decided on a
fun girly and natural theme with a blend of pink and
browns to make the overall brochure more aestheFc and
appealing to the viewer. As menFoned above, I had to
conFnue ediFng picture and type size, along with breaking
down the steps even more for poses so they’d fit the
document. Aber ediFng placement, sizing, and so on, I
saved the document as a PDF and saved it into the Jail
Health folder in the CCPH&HS system. I also printed off
copies and will provide one in my final report.
!
!
!
!
!
TOTAL WEEK HOURS: 32 + 15 minutes
Hours Remaining: -‐0!!!

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